L2 Self Discrepancy in EFL Contexts: An Examination of Implementing a Triple Domain Framework of Critical Thinking on the L2 Actual and Ideal Self Discrepancy Reduction

The growing interest has been generated among the researchers and scholars of different disciplines toward the notion of self or identity. It was more highlighted when the self-discrepancy theory was proposed by Higgins (1987) to warn about the noticeable negative psychological effects on individuals provided by the discrepancy between kinds of selves. Under the notion of L2 selves, a new dimension of studies and insights have been made into the self-discrepancy and its effects in foreign language contexts (EFL). However, a few studies have investigated the strategies through which the discrepancy can be reduced to remove its negative impacts on EFL learners. Therefore, the present study seeks to implement a Triple-Domain Framework (TDF) provided by Haddad and Bakhtiari (2017) as a critical thinking (CT) maker to see its impact on the L2 actual-ideal (A-I) selves discrepancy. To this end, 40 M.A freshman students of TEFL from Kerman Azad University were selected after administrating a Cambridge Placement Test (CPT). To measure the L2 A-I discrepancy, an L2 self-discrepancy questionnaire ( Haddad 2017) was administrated which was developed based upon Dornyei’s (2009) L2 motivational self-system and the participants descriptions of their own L2 selves through an adapted version of open-ended self-discrepancy questionnaire (Higgins, 1987), before and after of implementing TDF (pre post). The results revealed a significant association between thinking critically provided by TDF and moving toward L2 A-I selves discrepancy reduction. The findings suggest the importance of making and boosting CT among individuals through a practical framework as one of the best equipment which makes the path easier toward the individuals own ideals by removing the unreal actual self.